AP World History Review

Below you will find review sheet that supplements Podium. Here I have posted materials by College Board's Key Concepts, suggestions on how to deal with the essays and notes about the multiple choice. I have added materials that seemed to meet people's needs.

MID-TERM EXAM FORMAT:

  • 70 multiple choice questions. You have 55 minutes to complete them. We went through in class a sample of them..

  • 3 Essays. You are given about 10 minutes prep time, to use for the DBQ. Then you have about 40 minutes for each essay. Some teachers advise taking 50 minutes for the DBQ, because the information is right there, and then using 35 minutes for the other two essays. Keep in mind that the exam is designed to test your knowledge of three or more time periods. AND that the authors are careful to spread the content to cover as many geographical areas as possible. This means that you will be asked to compare regions or empires from one are or another. (They will never ask you to compare Greece and Rome.)



1 Compare and Contrast Essay. For this I will suggest the Venn Diagram with a line through the circles. Creating the table, identifying the key similarities and differences and then writing about them seems to be the best way to focus your topics. This "Quick Guide" gives provides reminders about how to structure the paragraphs.



A copy of the histogram below.

histogram.jpg

The Key Concepts that the College Board Had Defined

These are the key concepts for the course detailed out with some explanation of what is being tested. This document is taken from the course guide that teachers are given. This gives a decent summary of the course concepts. This is a helpful document to read as you are trying to figure out what you should focus on. For example, it states that you have to know where the early civilizations of the fertile crescent are located.

Unit One: Technological and Environmental Transformations to 600 BCE


How Ms. Gardiner would do it: Read over the differences between pre and post revolution. Use a map to review locations (especially the Big Geography concepts like "South Asia" and the locations of early civilizations.) Use SPRITE charts to get the general ideas for the early civilizations. Then.... move on.

This is a three page packet that outlines the key concepts for the Neolithic Revolution. I would compare it to my notes. Make sure that you have the major concepts. Remember that this unit is the longest chronologically, but it is only worth 5% of the exam. The notes you took to prepare for the first test should be sufficient for preparing yourself for the mid-term.



Video segments about Migration that give you the early patterns. Note that they talk about the Bantu migration.

Video about agriculture, pastoralism and very early urbanization


This is a blank map to practice.

The materials you need to review the early civilizations are the SPRITE charts you developed for the Early Civilizations. Note that you are required to know where each of these are located. Note also that you need to be able to explain why their developments were a function of their environments -- they are RIVER CIVILIZATIONS for a reason.....
This is labled Classical Civilizations -


Unit Two: Organization and Re-organization of Human Societies (600 CE to 600 AD)

How Ms. Gardiner would study: For this section we want to focus upon state building, economic connection among states (and their colonies), the emergence of religions such as Christianity, Buddhism and Confucianism, AND the stratification of societies into class and gender hierarchies. You can study this material through SPRITE charts and through the beginning/ middle/ end charts that we created. Map preparation should include labeling where the empires were, what the general patterns of trade along the Silk Road and Indian Ocean were. I would also annotate on a map the general spread of religions. Finally, I would review the comparison essays were completed.


Here is a summary of the formation, administration and collapse model that we used to organize the state building element of this unit. This is helpful for the beginning/middle/end chart.

Feel free to add in links to resources you think will be helpful.

Persia -
Greece
Rome - Some kid's notes for a class project:

Han
Mauryan/ Gupta - A summary of India from Bill Strickland


For the religion materials you can try these video segments on Buddhism, Christianity and Islam It explains the spread of these religions, which the College Board thinks is important.
This is a great overview of Buddhism -

Unit Three: Regional and Trans-Regional Interactions (600 to 1450)

How Ms. Gardiner would study: This section is tricky because there is so much going on. To narrow it down I go back to the Key Concepts.

Key Concept 3.1 Expansion and Intensification of Communication and Exchange Networks means Silk Road and Indian Ocean Trade. It means Mongols and the PAX MONGOLICA. It means the connection of cosmopolitan empires like the Tang and Abbasid, Ming and Ottoman. However, for each of these empires there was a period while they were collapsing that they were less welcoming. And, there were periods in which these areas were under military attack from Central Asians. It also means Europe being generally cut-off until the Crusades.
We want to think about the goods, technologies and ideas that moved from one place to the next, and their impacts once they arrived. Some of those goods have positive effects (silk, dye, sugar, Christianity, Buddhism....) Some of those goods had negative effects (disease, gunpowder).

Review the commercial systems.

Key Concept 3.2 Continuity and Innovation of State Forms and Their Interactions
There isn't a single format for political systems during this time period. Thus, thinking about how political systems administered larger and larger empires via administrative structures, social conformity, religion and law might help you to organize your thinking. Be sure to think about the Americas and Africa during this period as you need a benchmark to measure the effects of European exploration in the next period of time.

Key Concept 3.3 Increased Economic Productive Capacity and Its Consequences.
This is how you draw Europe into the analysis -- crop rotation....didn't need it in Kiev...
This packet provides a great summary of all things Early Islamic.


Unit Four: Global Interactions (1450 to 1750)

How Ms. Gardiner would study: She would work backwards through the assignments and review the material that we just covered about the empires in Eurasia. She would spend the bulk of her time for this section brushing up the emergence and development of the Atlantic System (slavery, rise of Absolutism and mercantilism in Europe, Colombian Exchange, slavery, slavery's affects on Africa, colonialism, .....)